The question of what constitutes a marginalised as different from a dominant from of knowledge is understood here in term of its relationship to the dominant episteme in global terms as represented by Western high culture. The manner in which this culture interprets the character of the world and how it is best understood, and the implicit or explicit evaluation of the relative significance of various ways of arriving at knowledge in relation to this dominant
paradigm is the dominant means of studying reality in the world today.
As far as I know, the official approaches to the universe, those that are dominant in educational systems and those publicly acknowledged in public communication, in all continents, are structured by this culture which has its origins in Europe, specifically Europe as it emerged after the Scientific Revolution of the seventeenth century. Every other conception of the world and of epistemological procedures, whether in the West, Africa or Asia, regardless of the status it
enjoys outside mainstream education within or outside its country of origin is a marginalised system since it will not be held up as standard of evaluation.
paradigm is the dominant means of studying reality in the world today.
As far as I know, the official approaches to the universe, those that are dominant in educational systems and those publicly acknowledged in public communication, in all continents, are structured by this culture which has its origins in Europe, specifically Europe as it emerged after the Scientific Revolution of the seventeenth century. Every other conception of the world and of epistemological procedures, whether in the West, Africa or Asia, regardless of the status it
enjoys outside mainstream education within or outside its country of origin is a marginalised system since it will not be held up as standard of evaluation.
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